General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
3.10.4 Descriptive Statistics
Descriptive statistical analysis used in this research consisted of two analyses, the descriptive and the frequency. The descriptive summary covered the means, standard deviations, median and modus, while the frequency dealt with the number of cases in the data. In doing the descriptive analysis, the researcher also sought to identify the nature of the data, particularly the degree of skewness of the data and the kurtosis.3.10.5 General Linear Model MANOVA and Repeated Measures MANOVA
Multivariate analysis of variance MANOVA was used to analyze the association between the independent variables and the dependent variable and their contribution to the dependent variables. It was used to look at both the main effects of the independent variables and the interaction effects among the independent variables. Due to the limited power observed in the data, however, the interaction effects sought in the study was limited to the two-way interaction effects. MANOVA was used due to the robust nature of the analysis and although it is based on the assumption of normal distribution, it also works with data which are not normally distributed. Repeated Measures MANOVA was used to investigate the association of data within different time frameworks. In this study the analysis was used to investigate whethe r there were differences of teachers‘ level of efficacy beliefs before and after attending the CBIT, and whether they changed in their level of 87 self-efficacy beliefs after attending their CBIT training. The data were collected by asking teachers to do self-report within two different time frames. The first self-report was done to report their level of self-efficacy beliefs at the time the data were collected or after they attended the CBIT, and the second was related to their level of self-efficacy beliefs before attending the training.3.10.6 Spearman’s Rho Correlations
In investigating the relations between the variables of the research, the researcher applied the Spearman Rho correlation. This correlation analysis was used due to the fact that the descriptive findings that some of the independent variables in the study were not normally distributed. The correlation sought in this research covered the correlation within the teachers‘ self-efficacy data or among factors in the teachers‘ efficacy scale, and the correlation between teachers‘ efficacy and the teachers‘ work engagement data.3.10.7 Analysis on the qualitative data
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
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